Effect of constituency development fund bursary scheme on retention rates in public secondary schools in Naivasha Division, Naivasha district, Kenya.

Abstract

The purpose of this study was to investigate the effect of the CDP bursary scheme on retention rates in public secondary schools in Naivasha Division. This was obtained by formulating research objectives on the number of students who have benefited from the bursary fund, the amount disbursed and its effect on retention, the timing of the release of funds and its impact on retention, the criterion used to identify needy students and the major constraints in the disbursement procedure. The study was based on Human Capital Theory advocated by Schultz(1960).

The study employed descriptive survey and targeted 19 head teachers and 550 secondary school students and 15 constituency Bursary Committee members. Purposive sampling was used to get 226 students who receive CDP bursary and 2 CBC officials. The researcher used questionnaire for students and head teachers and interviewed the CBC officials. Data was analyzed using descriptive statistics and the SPSS computer software.

The study revealed that majority of students (62.9% in 2008) who apply for the bursary fail to get it. Students get information about the CDP bursary mostly at school from principals and teachers. Local administrative officials also discriminatively sensitize parents about the existence of the CDP bursary fund. This denies deserving students access to the CDP bursary fund thus reducing its impact on promoting retention.

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The findings also revealed that the CDF bursary fund is normally released in June. This does not go hand in hand with the schools' academic calendar hence negatively affecting beneficiaries' retention in public secondary schools. The study revealed that the Ministry of Finance does not have a guideline on allocation of bursary. The CDF Act (2003) only indicates that some funds allocated to constituencies may be used for bursary but is not specific. CBC officials indicated that the total amount of bursary is sub-divided equally between the 19 wards in the constituency. Each ward has a committee that identifies needy students and then determine the amount that each applicant should be given. Among the challenges faced in the provision of CDF bursaries is the high geographical mobility of urban dwellers which lead to lack of detailed information about them. It was further established that applicants normally exaggerate fees balances especially those in day schools and some students

unfairly benefited from both CDF bursary and SEBF.

Based on these findings it is recommended that there should be adequate sensitization on the existence of the CDF bursary fund, fair and timely allocation of funds to genuinely needy students, and an increase of funds in order to meet demand. A set criterion should be enforced to avoid ambiguity in identifying needy students and all bursaries available to secondary schools should be harmonized to avoid duplication of resources.